글로버메뉴 바로가기 본문 바로가기 하단메뉴 바로가기

논문검색은 역시 페이퍼서치

Journal of Pan-Pacific Association of Applied Linguistics (Journal of PAAL )검색


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 반년간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1345-8353
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 15권 1호 (2011)
5,300
키워드보기
초록보기
The present study examined the impact of practicing autonomy on the writing proficiency of Iranian intermediate EFL learners. To this end, Preliminary English Test (PET) by Thomas and Sharon (2006) was administered to 92 intermediate language learners as a pre-test. Accordingly, 60 homogeneous learners comprised the research sample. The participants were randomly divided into two similar groups, one as an autonomous group and the other as a non-autonomous group. Each group consisted of 30 learners. The autonomous group practiced autonomy in writing and the nonautonomous group followed a traditional approach to writing. Then, the participants were post-tested on writing. In order to compare the results of the treatment in the autonomous group with the nonautonomous group, t-test was used. The null hypothesis was rejected because the autonomous group outperformed the nonautonomous group.
6,400
초록보기
Motivation has been studied throughout the field of language acquisition for the past 20 years. Demotivation has also been researched in Japan at primarily the university and high school level. To provide a deeper understanding of demotivation for Japanese junior and senior high school learners, this study explores the following three questions. (1) What are the differences between demotivators for junior high school learners and high school learners in Japan? (2) Which factors are ranked higher or lower as demotivators for junior high school learners and high school learners in Japan respectively? (3) How do the strong demotivators change over time in high school? The participants for the study were 234 first year Japanese students from two public high schools in northern Japan, and 217 freshmen from two universities in the Kanto region of Japan. 8 Students were interviewed. A 44-item questionnaire with 1-5 Likert Scale was used to explore demotivation for the learners. The results show that Nature of English is more demotivating for junior high school learners; Lesson style and Teachers are more demotivating for high school learners. Among junior high school learners, Tests, Nature of English, and Reduced self-confidence are more demotivating than other factors. Among high school learners, Reduced self-confidence, Lesson style, and Textbooks are more demotivating than other factors.

Western and Japanese Discourse Style in a Consensus-Building Task Discussion

( Haruma Hirabayashi ) , ( Christopher Long )
4,500
초록보기
The current study analyzes discourse style differences between western and Japanese interlocutors in a group consensus-building task discussion. Four discussants (American male, Japanese male, German female and Japanese female) first created a ranking of 5 life values and then participated in a group discussion to arrive at a common group ranking. Qualitative analyses revealed (1) that the Japanese male used a strikingly greater number of backchannels and nodding compared to the other three participants; and (2) that the total number of words uttered by the Japanese female was strikingly less than the other participants. Qualitative analyses further indicated that the Japanese male utilized backchannels to fulfill a variety of functions (e.g., to express listenership, opinions, and turn-management) and the Japanese female used polite or humbling expressions regarding her own English ability (i.e., "I can``t speak English well"). Analyses of post-discussion evaluations revealed that the Japanese female was evaluated lower than the other participants, a finding which suggests that limited participation (and not the use of frequent backchannels) negatively impacts the psychological orientation of interlocutors in intercultural communication. The significance of this finding is discussed in relation to the predictions of previous research.

Discourse Analysis of Encouragement in Healthcare Manga

( Rieko Matsuoka ) , ( Ian Smith ) , ( Mari Uchimura )
5,800
초록보기
This article examines how healthcare professionals use encouragement. Focusing on GAMBARU [``to try hard``], forty-one scenes were collected from healthcare manga. Each scene of encouragement was analyzed from three perspectives; the contextual background of the communication, the relationship with the patients and the patients`` response to the encouragement, and the evaluation of the imposition of face-threatening acts, social distance, and relative power (Politeness Theory). Further analysis was conducted using Leech``s (2009) Grand Strategy of Politeness, and each chosen communication event was categorized among ten types of speech acts. The findings suggest some implications to enhance the quality of healthcare communication that offers patients encouragement.
6,400
초록보기
This investigation intended to find out the relationship between EFL learners` stress and their reading comprehension. The subjects who included ninety EFL juniors from Shiraz Azad University were asked to answer a standardized reading comprehension test and a stress questionnaire. After finding out the results of stress questionnaire, 10% of the whole participants who had stress were chosen to be interviewed. The collected data were analyzed through Multiple Regression and One- Way ANOVA, using SPSS software. The results showed a negative and significant relationship between learners` stress and their reading comprehension. And also, the relationship between learners` stress and their reading comprehension was predictable. Furthermore, the results revealed that there is a significant difference between the three groups of high, moderate, and poor test-takers in their rate of stress.
6,300
키워드보기
초록보기
This qualitative study aims to develop and evaluate a tool which can be used to help learners autonomously reflect upon their implicitly held learner beliefs, with a view to promoting language learning practices appropriate to the individual and addressing any issues of learner beliefs which may be preventing effective learning. Metaphor was selected to serve this purpose. Metaphor is now widely acknowledged as a cognitive as well as a linguistic phenomenon. This has resulted in a wealth of research utilizing metaphor to investigate aspects of the subconscious, including implicitly held beliefs. In the case of teacher training, metaphor was used to facilitate reflection, which resulted in the development of the beliefs of the subjects. It is the purpose of this study to ascertain whether same can be achieved for learners. Through the use of metaphor elicitation, written explanations and interviews it was found that the metaphors produced by the participants were representative of their implicitly held beliefs and the process resulted in an increase in perspective consciousness in all of the participants.
6,400
초록보기
Increasing attention paid to learner-centered pedagogy in recent years has highlighted the examination of intelligence and language learning strategies (LLSs) among others. This study explores EFL learners` perceived use of language learning strategies across various intelligence types as reflected in Gardner`s 1983 Multiple Intelligences Theory. Ninety BA Junior English majors studying at Islamic Azad University of Rasht participated in the present study. Two self-reported inventories, Multiple Intelligences Survey (Armstrong, 1993) and Strategy Inventory for Language Learning (SILL) (ESL/EFL Version) developed by Oxford (1990), were utilized to determine the participants` intelligence profile and their perceived strategy use. The findings of the study revealed that intelligence did not significantly affect the overall strategy use of the participants. All types of intelligence fell within the ``medium`` user of LLSs. However, participants of verbal linguistic type were found to be higher in terms of their strategy use and visual-spatial students were the lowest strategy users overall. In addition, participants of verbal-linguistic type were found to be higher users of cognitive strategies. In terms of metacognitive strategies, verballinguistic, bodily-kinesthetic, interpersonal, intrapersonal and naturalist were found to be higher than logical-mathematical, visual-spatial and musical-rhythmic types. Visual-spatial learners were also found to be lower in terms of their use of social strategies. The conclusions of the study along with related pedagogical implications are explained.
초록보기
The purpose of this study was to investigate the Iranian EFL learners` beliefs on the role of RL in vocabulary learning, and how it could affect their achievement. One-hundred and three students majoring in English (Literature, Translation, and Teaching) at the Departments of Foreign Languages and Linguistics at Roudehen and the Western Branch of Islamic Azad University participated in this study. Two questionnaires (Students and Teachers` questionnaires) with a vocabulary test and a proficiency test (ECCE) were used in this study. Various statistical tests including Descriptive Analysis and Factor Analysis as well as correlation analysis along side with Chi-Square analysis were run to analyze the data. The findings of this study revealed that the learners believe RL is an effective way of learning EFL vocabulary, but not the best way. They see that reviewing well and having structured review is more effective for them to learn more vocabularies. This study also revealed that the relationship between beliefs and strategy use was positive and significant, but the relationship between beliefs and proficiency of the learners, and also the relationship between strategy use and proficiency of the learners were insignificant but there was a slight correlation between the items. The findings also showed that there was no significant association between the variables beliefs and vocabulary test scores.
5,400
초록보기
This study investigated the effect of the title and ambiguity tolerance on the comprehensibility of a non-text. To this end, ten irrelevant sentences from different texts were put together to make two seemingly cohesive and coherent texts. The two texts were exactly the same except for the fact that one of them carried a title whereas the other had no title. The two texts were randomly given to two groups of intermediate EFL students. Students were expected to read the text and answer 10 reading comprehension questions. Eight questions asked for the reference of specific pronouns or words; one asked for the topic and one for the main idea of the text. Considerable difference was found between the performance of the students on the titled text and the untitled text. It indicated hat the title had made students construct a meaning regardless of the fact that the text was basically meaningless and that the title was not a real title. Further analysis of the results indicated that ambiguity tolerance could not provide enough justification for the results found and that the presence of the title was the best explanation provided for the performance on the non-text.
초록보기
English rhythm is related to contrast between the stressed and the unstressed in duration structure. In native English speech, in general, an intra-speaker average duration of stressed syllable is longer than that of syllable as a whole. On the contrary, that of unstressed syllable is shorter than that of syllable as a whole. In the previous paper by the present author, it was reported that stressed syllable durations of speech of learners tend not to be lengthened enough, and an unstressed ones tend not to be shortened enough as compared with that of native speakers (Nakamura, 2010). For these reason, learner speech does not have such a high ratio of intra-speaker average durations of stressed to unstressed syllables as native speech. Since this lower ratio affected subjective evaluation, a correlation coefficient between the ratios and subjective evaluation scores given by English language teachers was observed to be 0.48. In this paper, an indicator, which demonstrates more adequately a duration contrast between the stressed and the unstressed, was investigated, for the purpose of increasing the correlation with subjective evaluation. A rhythm unit was defined here as a stressed syllable connected to the preceding and succeeding unstressed syllables. Then, a value based on a ratio of stressed to unstressed syllable durations in the rhythm unit was treated as an indicator to represent learner characteristics. As a result, a correlation coefficient of the indicators with subjective evaluation scores was increased to 0.65. A substantial part of mechanism in subjective evaluation of rhythm in English speech was revealed and became possible to simulate reasonably by objective evaluation.
1 2 >